child + adolescent exam 3

temperament

way of responding

includes genetice piece, innate, no experience prior

early emerging shortly after birth, some stability, in part genetic (how NS responds)

rothbait’s model

model of temperament that defines individual differences in reactivity and self-regulation

three core components: emotion, attention, and action

emotion components: fearful distress, irritable distress, and positive affect

attention components: attention span and attention persistence

action components: activity level

activity level

the amount of gross motor activity

attention span

duration of orienting or interest directed toward a single object or task

includes coloring and puzzles

also persistence

fearful distress

wariness or distress in response to intense/novel stimuli

how long it takes to adjust varies and reaction varies

irritable distress

the extent of crying/fussiness when a goal or desires are blocked

how well they cope

positive affect

expression of happiness

effortful control

control over arousal, surpressing response

thomas and chess

created nine dimensions of temperament:

activity level, rhythmicity, approach/withdrawal, adaptability, threshold of responsiveness, intensity, quality of mood, distractability, attention span

used these categories to come up with 3 kinds of babies: easy, difficult, and slow to warm up

rhythmicity

adhering to daily rhythms

ex. eating or sleeping at the same time every day

approach/withdrawal

the degree to which a child approaches something new

adaptability

ability to handle change in environment

ex. napping anywhere

threshold of responsiveness

how much babies can tolerate before they explode

intensity

how intense emotions are displayed (whine vs meltdown)

quality of mood

measures if a child is generally happy, fussy, etc.

distractibility

the ability to turn focus back to main task after a distraction

easy

40% of babies, positive mood, open to new experiences, predictable habits, adaptable, easier to raise

difficult

10% of babies, highly active, irritable, irregular, dislike novelty

slow to warm up

15% babies, less active/mellow, needs time to adjust to novel experiences

genetic influences

__ __ are responsible for ½ individual differences in temperament

heritability factors increase for negative temperament

environmental influences

__ __ indicate that babies need experience for babies to grow. Nutritional and emotional deprivation alters temperament or phonage, as this results in stronger stress reactivity and struggles with impulse control/regulation.

goodness of fit

the compatability between temperament and the environment

difficult temperament

kids with __ __ are at risk of later adjustment problems because they are more likely to experience parenting that doesnt fit their needs (warm, consistent parenting helps difficultness decline by 2-3 years)

punitive

parents of difficult children are more likely to use __ discipline

this decreases the child’s ability to build effortful control

neutral

emotions in newborns are __ unless they have a need

happiness

for newborns, this is first expressed in smiles, then laughing

first smiles are edogneous (passive) smiles, not caused by stimuli as a neonate

exogenous smile

smile elicited at 2-4 weeks by external stimuli (alert state, not responsive to faces)

social smile

smile at 6-10 wks, in response to a face

3-4

laughter occurs around _ months

this is because of faster processing with information and external stimuli

distress

anger and sadness is shown through general _ from birth (hunger, pain, temp)

Anger increases from arounf 4 to 24 months because of cognitive and motor developments

Increase in intentional behavior and goals is adaptive because it gives energy to the child

Sadness is a response to pain, removal of an object, and caregiver separation, but is less common than anger

still face paradigm

study on infant communication, emotional regulation, and attachment to the caregiver

normal interaction, still face, and reunion

smartphones, quality of daycare, and PPD can increase this effect, and the child’s engagement with the environment is weaker,

pragmatic awareness

during the second half of the first year of life, babies see their parents as a communicative partner for the first time

fear

_ helps babies because they are more mobile and need this to keep them in check

stranger anxiety

a feeling of distress, fear, or anxiety when exposed to unfamiliar people

occurs around 8-12 mo

expression depends on temperament, past experiences, curent situation, and culture (caregiving can be more collective in some cultures)

social referencing

relying on another person’s reaction to appraise an uncertain situation

teaches the child how to react

around 8-10 mo

self-concious emotions

higher-order emotions developed around 18-24 months that relies on a sense of self and others

toddlers first require adult interaction (when to feel proud, ashamed, guilty, jealous)

increased sensitivity to praise and blame (more proud when they succeed in a hard task than an easy task, more shame when they fail on an easy task because self worth is important)

emotional self regulation

strategies used to adjust intensity/duration of emotional reactions so we can accomplish our goals

requires cognition and effortful control

infancy

emotional self-regulation in __

neonate: limited/none, dependent on caregiver for soothing

2-4 mo: increase in tolerance for stimulation bc frontal lobes grow

4-6 mo: shift attention and self soothe in highly stimulating situations (hand in mouth)

6-12 mo: crawl/walk, approach/retreat from stimuli

childhood

emotional self-regulation in __

strategies used for regulation (ex. cover ears at loud noise)

self distraction (incrased cooperation and fewer problem behaviors, taught by caretakers)

marshmallow task shows these strategies

under, over

for (under/over) control, these manifest as external problems, and for (under/over) control, these children are overregulated and internalize problems

middle childhood

emotional regulation in _

understanding communicative function of emotions at 6-8 years, performing in front of others

coping strategies are more sophisticated around 10 years

problem centered

these coping strategies are used when the situation is seen as changeable

emotion centered

these coping strategies are used when the situation isn’t changeable, so you have to focus on controlling distress

adolescence

emotional regulation in __

storm and stress by G Stanley Hall indicates that these kids experience a lot of conflict

tested using experience sampling method (how you feel when you’re pinged)

these kids have heightened emotions, especially negative

abstract thinking emerges, deflates childhood happiness

less emotion in collectivist cultures

youth mental health crisis

CDC 2021 survey displayed an increase in anxiety and depression in youth and young adults

causes: COVID, secular trends, 2008 financial crisis, social media and technology changes (Exposing youth to more stressors and racial injustice), and structural factors (poverty, racisim, homelessness)

APA suggests regular anxiety/depression screenings for youth

schools keep kids safe from abuse, so expansion of mental health support in schools is needed

self concept

attributes, abilities, and values that define the self

NOT judgements

self recognition

identifying the self as a physical unique being

the rouge test occurs at around 15-20 months where babies can tell its them in the mirror

categorical self

around 18-30 months

identify oneself by properties (tall, light hair, etc.)

basic characteristics

remembered self

type of self around 2 years, autobiographical memory

includes what they’ve done, life story

enduring self

tupe of self that increases around 3-4 years, persists over time

observable

at around 3.5 years in early childhood, kids use _ characteristics and emotions to describe themselves

traits

at middle childhood (around 8-11 yrs), childten include positive/negative _, compentencies, and social comparisons in their sense of self

complex

in adolescence, the sense of self is more _, more organized, and more consistent

in early adolescence, abstract descriptors are used

in later adolescence, social virtues are included

self esteem

judgements we make about our own worth and associated feelings

inflated

children in early childhood have an _ self-esteem

they have a hard time with desired vs actual competence

some measures include parent report and observational tecniques (like the california child q-sort)

hard to measure at this stage

self-perception profile for children (SPPC)

a measure of self-esteem in middle childhood (8-14 yrs)

includes academic competence, social competence (well-liked in general), athletic competence, and physical appearence

self-perception profile for adolescents (SPPA)

measure of self esteem for adolescents

13-18 yrs

includes close friendships, romantic relationships, and job competence

identity

invloves defining who you are, what you value, and the direction you want to go

identity vs role confusion

erikson’s theory on identity in adolescence

argues not to push someone into an identity because it leads to rebellion and feelings of unhappiness

permits commitment to others, including romantically

marcia’s theory of identity achievement

includes identity achievement, identity moratorium, identity foreclosure, identity of diffusion

conducted semi-structured interviews about commitment and exploration

identity diffusion

when a person hasn’t explored or comitted to an identity

ex. a person who just doesn’t do politics

identity foreclosure

when a person hasn’t explored but comitted to an identity

ex. a parent tells their son to be a doctor, so they do

identity moratorium

when a person explores but hasn’t committed to an identity

ex. going to different religious places but not picking one

identity achievement

exploration and committment of an identity is completed

trying out different clubs then picking your favorite

usually occurs in emerging adulthood, around 18-29 years

individualistic vs collectivist cultures impact this, as do gender identities

biculturalism

dual identity, both majority and minority culture

assimilation

rejecting own culture and favoring the dominant culture

separation

rejecting the dominant cultur but faboring one’s own (less common in young people)

marginality

rejecting or feeling rejected by both the dominant and minority culture

gender socialization in infancy

humans descriptions and behaviors towards others starts at birth

ex. your child is so pretty or so handsome

a shift from perceptual (3-12 mo) to conceptual (18-24 mo). infants look longer at femals unless mainly raised by males

gender socialization in early childhood

increase in stereotyping, rigid rules (ex. girls cant be police officers)

gender identity attained by 3 years old

includes gender roles and gender constancy

gender roles

set of expected behaviors for gender

attained around ¾ years

gender constancy

age 7, ability to recognize that gender stays constant across situations

ex. wearing a headband doesn’t turn you in to a girl

gender socialization in middle childhood

includes gender typing

stereotyping of traits and subjects increases (ex. math for boys, reading for girls)

gender differences in stereotyping seen (girls may be more flexible than boys in breaking stereotypes

play becomes gender segregated

gender typing

acqusition of traditional male and female roles

ex. a girl plays teacher while a boy plays firefighter

gender intensification hypothesis

the idea that socialization pressures lead to adoption of traditional sex-typed roles

especially during puberty

looks different depending on household values

traditional cultures for girls

close relationships with females, focused on marriage and adult work, education varies (may be limited), constraints on sex

traditional cultures for males

the requirements of these cultures for this group include to provide, protect, and procreate

emerging adulthood

the creation of this group is driven by:

increasing age of marriage

it takes longer to grow up now

tech (manufacture economy to knowledge economy, sexual (birth control), women’s (education), and youth movements (want to prolong growth) and revolutions

evolution

in the _ perspective, men and women differ because different traits confer advantages for survival

ethology

in this study of animals, comparisons of sex-specific behaviors are looked at

aggressive vs nurturing

androgens

male sex hormones that surpress caregiving

biosocial construction model

both biological and social factors play a role in gender differences

evolution says humans are adaptive, gendered behavior is a response to this (changing gendered roles in modern day)

biology sets constraints, sociocultural expectations build on these differences

the interaction between biology and society is important

experience influences biology (Ex. dad cares for kids, lowers testosterone)

socialization

occurs when parents have expectations that influence stereotyping

newborns (Treatments, names, dress)

parents of preschoolers encourage gendered play

in adolescence, expectations and talk

modeling matters, including on tv

also can be done by peers, environment, and school

gender schema theory

a cognitive framework that organizes information relevant to gender

endorsement of gender typing

gender salience

degree to which gender is relevant, noticeable, and important

gender salience filter

individual tendency/filter to notice, attend to, and connect everyday observations, objects, and social interactions to gender

“is this a boy thing?”

gender schema filter

a cognitive lens trough which individuals evaluate, attend to, and remember environmental information based on cultural definitions of masculinity and femininity

“do boys make jewelry?”

interest filter

choosing to do something based on your own preferences, not gender

“do i like doing this?”

androgyny

masculine and feminine traits

these girls have a positive self image

gender-nonconformity

doesn’t match gender norms

variant in gender identity, at risk for ostracization by their communities

attachment

close emotional relationship

characterized by mutual affection and desire to maintain proximity

bowlby’s ethological theory

tenets of attachment theory: the goal is to maintain proximity to caregiver

anxiety elicits seeking of proximity to caregeiver, is alleviated by comfort, and serves as emotional security

parent behavior leads to quality of attachment (must be sensitive and responsive to needs to avoid insecure attachment)

specific

attachment is __, meaning one is attached only to a few people with a clear order of preference

abandoned

early attachments are not easily __

developmental

this perspective says that attaqchment isn’t physical clinging, but can be different as you get older

ex. phone calls

biological

there is a __ function, which keeps non-defensive babies near for protection from predators

preattachment

(0-6 wks), babies aren’t attached yet

preference for faces

attachment in the making

6 wks - 8 mo

social smiles at familiar people and other actions, no specific attachment but prefer familiar people

attachment

1st genuine attachment

separation anxiety (bc of object permanence)

use parent as a secure base

formation of reciprocal relationships

around 18 months

understands comings and goings

want to maintain proximity, but separation anxiety decreases